This qualitative study aimed at exploring and explaining the practices and processes of teacher reflection among a group of professional secondary-level religious educators in the Church Educational System of The Church of Jesus Christ of Latter-day Saints, as well as seeking to understand the perceived impact of those reflective practices on the professional development of these teachers. The researcher described, analyzed, and interpreted the data to develop a mid-range grounded theory for explaining the process of teacher reflection in a way that could lead to the improvement of teacher reflection among these teachers as an integrated function of professional development. This study found that the institutional operational tools for reflection provided means for professional religious educators to engage in various kinds of reflection, but that the relationship between the various levels of reflection and the way these functioned in their professional development was not well understood or utilized by these teachers. This study concluded by offering an integrated model of teacher reflection that can help teachers and supervisors understand the process of reflection as an integral part of the teacher's professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]